Re-assessing the Value of Adaptive Navigation Support in E-Learning Context

Purpose Generally, the user requires customized information reflecting his/her current needs and interests that are stored in his/her profile. There are many sources which may provide beneficial information to enrich the user’s interests such as his/her social network for recommendation purposes. The proposed approach rests basically on predicting the reliability of the users’ profiles which may contain conflictual interests. The paper aims to discuss this issue. Design/methodology/approach This approach handles conflicts by detecting the reliability of neighbors’ profiles of a user. The authors consider that these profiles are dependent on one another as they may contain interests that are enriched from non-reliable profiles. The dependency relationship is determined between profiles, each of which contains interests that are structured based on k-means algorithm. This structure takes into consideration not only the evolutionary aspect of interests but also their semantic relationships. Findings The proposed approach was validated in a social-learning context as evaluations were conducted on learners who are members of Moodle e-learning system and Delicious social network. The quality of the created interest structure is assessed. Then, the result of the profile reliability is evaluated. The obtained results are satisfactory. These results could promote recommendation systems as the selection of interests that are considered of enrichment depends on the reliability of the profiles where they are stored. Research limitations/implications Some specific limitations are recorded. As the quality of the created interest structure would evolve in order to improve the profile reliability result. In addition, as Delicious is used as a main data source for the learner’s interest enrichment, it was necessary to obtain interests from other sources, such as e-recruitement systems. Originality/value This research is among the pioneer papers to combine the semantic as well as the hierarchical structure of interests and conflict resolution based on a profile reliability approach.

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The Responsiveness of Teacher Education Managers at an ODeL College to Resilience and the Well-Being of Staff Working from Home During COVID-19

International Journal of Educational Methodology ◽

10.12973/ijem.7.4.623 ◽

2021 ◽

Vol 7 (4) ◽

pp. 623-635

Author(s):

Micheal M. ◽

Christy J. ◽

Samson L. ◽

Fulufhelo Mukhati

Keyword(s):

Teacher Education ◽

Mixed Method ◽

Well Being ◽

Learning Context ◽

Working From Home ◽

Mixed Method Design ◽

E Learning ◽

Operational Practices ◽

And Performance ◽

Education Managers

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers’ resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.</p>

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Social Adaptive Navigation Support for Open Corpus Electronic Textbooks

Lecture Notes in Computer Science - Adaptive Hypermedia and Adaptive Web-Based Systems ◽

10.1007/978-3-540-27780-4_6 ◽

2004 ◽

pp. 24-33 ◽

Cited By ~ 43

Author(s):

Peter Brusilovsky ◽

Girish Chavan ◽

Rosta Farzan

Keyword(s):

Electronic Textbooks ◽

Navigation Support ◽

Adaptive Navigation Support

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Knowledge-Chip Supported Content Recommendation in the e-Learning Context

Advances in Intelligent and Soft Computing - Emerging Computation and Information teChnologies for Education ◽

10.1007/978-3-642-28466-3_30 ◽

2012 ◽

pp. 213-220

Author(s):

Luyi Li ◽

Yanlin Zheng

Keyword(s):

Learning Context ◽

E Learning ◽

Content Recommendation

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Cross-Cultural Differences in Perceptions of E-Learning Usability

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch102 ◽

2010 ◽

pp. 1497-1517

Author(s):

Panagiotis Zaharias

Keyword(s):

Empirical Studies ◽

Cultural Perspective ◽

Learning Context ◽

Cultural Considerations ◽

Cross Cultural Differences ◽

Systems Research ◽

Information Systems Research ◽

E Learning ◽

South Eastern Europe ◽

And Performance

E-learning is gaining momentum in corporate settings as an alternative and supplementary solution to learning and performance problems. Users of e-learning applications and courses differ across regional, linguistic, and country boundaries and user requirements are strongly influenced by their local cultural perspective. Thus e-learning design needs to be sensitive to cultural parameters. Yet, there are very few empirical studies that investigate e-learningdesign and usability issues from a cultural perspective. This study: (a) discusses the cultural considerations in human computer interaction and information systems research and the specificities of usability in e-learning context, (b) focuses on the usability evaluation of e-learning courses within an international e-learning pilot initiative. Employees from four user organizations representing four countries in South Eastern Europe participated as users of the e-learning courses and evaluated their usability.

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Hybrid 2D/3D Development of Interactive Simulations

Gaming and Simulations ◽

10.4018/978-1-60960-195-9.ch310 ◽

2011 ◽

pp. 736-751

Author(s):

Penny deByl

Keyword(s):

Learning Environments ◽

World Wide ◽

Three Dimensional ◽

Learning Context ◽

Web Page ◽

Effective Learning ◽

Simulated Environments ◽

The World ◽

E Learning ◽

Interactive Simulations

Three-dimensional virtual learning environments provide students with pedagogic experiences beyond traditional two-dimensional textbook and Web page content. When delivered via the World Wide Web, this technology is known as Web3D. Such immersive learning experiences are available to a wider audience of student and when coupled with existing 2D content make effective learning applications. In this chapter a method for delivering a 2D/3D hybrid Web page will be demonstrated, which illustrates a best of both worlds approach to including both traditional text-based content and 3D simulated environments in an e-Learning context.

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A Model of System Re-Configurability and Pedagogical Usability in an E-Learning Context

End-User Computing, Development, and Software Engineering ◽

10.4018/978-1-4666-0140-6.ch008 ◽

2012 ◽

pp. 168-184

Author(s):

Jianfeng Wang ◽

William J. Doll ◽

Xiaodong Deng

Keyword(s):

Faculty Perceptions ◽

New Technology ◽

Educational Practice ◽

Course Management Systems ◽

Learning Context ◽

Effective Implementation ◽

Geographically Dispersed ◽

Seven Principles ◽

E Learning ◽

Design Characteristics

Course management systems (CMSs) enable institutions to engage users efficiently, increase enrollment without major facilities investments, and serve geographically dispersed student markets on an ongoing basis. The full benefits of technology cannot be realized if faculty do not adopt the new technology and use it to achieve their instructional design objectives. From a faculty perspective, pedagogical usability of the software is an important factor affecting technology adoption and effective implementation. Pedagogical usability is measured using Chickering and Gamson’s seven principles of good educational practice. In a distance learning context, this paper provides an initial exploratory study of how faculty perceptions of CMS software characteristics like content re-configurability, interaction re-configurability, and modularity design help faculty implement good pedagogical principles. Additionally, a model is presented that links CMS software design characteristics like content re-configurability, interaction re-configurability, and modularity design with the pedagogical usability assessments of faculty. This model is tested using a sample of 56 faculty members using WebCT at a mid-western university.

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Information Security Perspective of a Learning Management System

International Journal of Knowledge Society Research ◽

10.4018/jksr.2013040102 ◽

2013 ◽

Vol 4 (2) ◽

pp. 9-18

Author(s):

Mohd Faiz Hilmi ◽

Shahrier Pawanchik ◽

Yanti Mustapha ◽

Hafizi Muhamad Ali

Keyword(s):

Information Technology ◽

Information Security ◽

Management System ◽

Learning Management System ◽

Learning System ◽

The Internet ◽

Specific Information ◽

Learning Context ◽

E Learning ◽

Learning Management

The advancement of information technology has changed the education landscape. The process of teaching is no longer the same. Information technology has made e-learning possible and available on a large scale. The main component of an e-learning is a learning management system (LMS). LMS has been widely used and are accessible through the Internet. By connected and accessed to the Internet, LMS are exposed to various threats. Proper understanding of these threats combined with strategy and best practices countermeasures will ensure a safe learning environment. Therefore this study will look into the information security aspect of LMS. There are two main purpose of this study. First, this study provides a review of information security in e-learning environments and explains the important of information security. Confidentiality, integrity and availability are considered to be the primary pillars of information security. In addition to these pillars, the International Information Systems Security Certification Consortium introduced a common body of knowledge (CBK) comprised of ten domains relating to specific information security topics. These domains are the foundation of security practices for those involved in information security. In this article, each of these is explained within an e-learning context. It is recommended that institutions employing e-learning adhere to these domains. By applying the principles and practices associated with each domain, e-learning institutions should be able to provide an e-learning system with high confidentiality, integrity and availability. The second purpose of this study is to understand student perception of an information security perspective of an e-learning management system. To achieve this purpose, a survey was conducted targeted at undergraduate students in a distance learning program. 497 students responded to a survey questionnaires. Apart from demographics information, the survey asked the respondent to rate six statements related to how they perceived security of the learning management system which they are currently using. All six statements are rated using a five point Likert scale anchored at 1 (Not at all) to 5 (Very much). Frequencies analysis was conducted to show the profile of the respondent. Overall, respondent has strong positive perceptions towards security of their LMS. This study provides an overall picture of information security elements of a learning management system. It can serve as an introduction which help LMS administrator to understand the issues and possibilities related to the safety of LMS.

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